A comparison of video prompting with and without voice-over narration on teaching daily life skills to students with autism spectrum disorders

In the study, the effectiveness and efficiency of video prompting with and without voice-over narration on teaching preparing popcorn and fresh juice to students with autism spectrum disorders were compared. Moreover, in order to examine the social validity of study, the opinions of students participated in the study and the special education teachers working with students with autism spectrum disorders were examined about the video prompting and the study. Study was conducted with four male students with autism spectrum disorders. An adapted alternating treatments design was used in the study. The dependent variables of the study were preparing popcorn and fresh juice, and the independent variables of the study were video prompting with and without voice-over narration. Inter observer reliability and treatment fidelity data were collected and high reliability data were obtained. Results show that both video prompting with voice-over narration and video prompting without voice-over narration are effective on teaching preparing popcorn and fresh juice to students with autism spectrum disorders. Data also show that there was minimum differences between two treatments in terms of efficiency. Maintenance data indicated that no difference between two treatments. Video prompting with and without voice-over narration resulted in higher level of generalization for all students. The social validity data of the study is positive. Further research is needed to support these findings.